Essay On Autism Spectrum Disorders

Ogletree, B. T., Morrow-Odom, K. L., & Westling, D. (2015). Understanding the brain–behavior relationship in persons with ASD: Implications for PECS as a treatment choice. Developmental neuro-rehabilitation, 18(2),

A well-known ASD adult, Temple Grandin suggests caregivers of ASD children that if the environments are organized to the “think in pictures” nature of ASD children, learning will be a lot easier for such children. She explains this nature to the Language-based thinkers as she translates every word that she hears or reads into the pictures and even movies. (Grandin, 1996) According to literature reviews conducted by Dettmer (2000) and Meadan(2011), the researches up to date the papers were published, agreed on the success of using visual supports to aid ASD children to social interactions, sequence and organize their life, transitions between activities, maintain attention, auditory processing, and behavioral challenges (Dettmer et al.,

It has been suggested that the poor performance is primarily a function of information complexity. As the complexity increases, ASD performance decreases generally regardless of specific task constraints. According to this theory, “decreased cortical connectivity in ASD leads to stimulus-focused processing rather than an integrated, top-down approach” (Worsham, Gray, Larson, and South 2014).

His repertoire has increased by 2-3 word phrases, and he has started to show interest in others. He is now capable of recognizing familiar faces and maintaining eye contact during social interactions. By following the structure of Leo’s program and with the guidance of the Behavior Analyst, I have helped Leo accomplish his targeted goals. Therefore, similar to the Behavior Analyst on Leo’s case, I aim to provide children with ASD with the necessary skills to prosper and grow as individuals. I want to help these children close the gap of limitations by understanding the importance of using functional communication, engaging in appropriate behavior, and comprehending social norms. Hence, my experience working with the Behavior Analyst has helped solidify my passion for pursuing this profession.

There are many evidence – based assessment tools that are used when diagnosing children who demonstrate symptoms of ASD. However, this paper will outline two assessment tools used when identifying ASD. One intervention used for assessing children with ASD is called the Autism Diagnostic Interview, Revised (ADI-R). The second assessment tool is Autism Diagnostic and Observation Schedule (ADOS).

Despite one of the limitations of this study on old older adults with ASD being on a small number of participants over the age of 60, these results suggest that a developmental trajectory may be a factor to consider when assessing for executive function abilities in ASD (Geurts & Vissers, 2012).

One of the issues in the search for an ASD biomarker is the heterogeneity of the condition. ASD contains a broad spectrum with individuals diagnosed located anywhere from low to high functioning. Additionally, the position that individual is placed on the spectrum is not static and an individual may move within the spectrum throughout their life. Furthermore, ASD is often described by the negative attributes of the condition such as social impairments and stereotypically behaviors instead of some of the more positive attributes such as incessant interests, attention to detail, unusual memory, and ability to identify patterns. The research into ASD has brought to light a debate regarding whether it is a difference or a disability. Research

Over the past years, the prevalence of Autism Spectrum Disorders has increased rapidly and so have the development of strategies to help children with ASD to acquire milestones in classroom settings. The prevalence of children being diagnosed with ASD is 1 in 68 children in the United States. The causes of Autism are not well known, however, research studies suggest that causes of ASD may include neurological, heredity and genetic mutations, and environmental influences. Characteristics of children with ASD include lack of delay in spoken language, peer relationships and pretend play; fixation on objects and repetitive use of language are as well characteristics children with Autism may display. Professionally, ASD is characterized as

When reflecting, it is important to consider how children with ASD communicate with adults or people in authority, as well as their peers. It is known there is a power relationship between teachers and students, which has a direct effect on the children’s development (Hayes & Matusov, 2005). In fact, the way in which teachers communicate with children has been found to have direct consequences on children’s language development (Dangel & Durden, 2010) and social interactions (Stanton-Chapman, 2015; Irvin, Boyd & Odom, 2014) both of which are important for those with ASD due to their specific deficits in these areas. It is possible that due to deficits in ToM and executive functioning, which are commonly recorded in ASD (Llaneza, et al.,

This is because the results are shocking at times. A child with ASD in some studies can perform better than a child that doesn’t have ASD, and that is where trying to understand the results become difficult. For example, there was a study done with adults with ASD and their capability to combine sensory information in helping the individual identify an object (Nakano et. al 2012). Individuals with ASD was given the task to recognize objects from visual ques and compared to the control subjects the ASD group made more errors. The experimental group compared to the control group had less errors when it came to haptic tracing and identifying objects. The results in the study show that people with autism are worse in visual information than the control group, but are better than the control group when it comes to proprioceptive information. It is proven through other studies that those with autism can perform better than those who do not have the disorder. There is a research that was done by Haswell, that showed participants with autism having greater coordinates, proprioceptive and intrinsic adaptations (Haswell et. al.

The effects in communication skills in those who have ASD may tend to be very verbal or nonverbal. In children language will begin to develop then stop. It is difficult for a person to engage in a conversation. They may also find it difficult to take turns in a conversation, or not understand humorous comments and are not able to pick up on innuendos. Some behavior effects of ASD are not being able to focus on many details, they tend to be preoccupied with a simple object and require stability and routine. Effects are also, rocking the body back and forth or flapping or clapping their arms and legs or both. Their senses may be sensitive or on overload. he effects of ASD in social interaction are difficulty in maintain eye contact, and reading facial expressions and their own facial expressions may not be easily read as well. They have difficulty with emotion

Overall, I believe that the treatment was effective to the students and would like to see it being used throughout the population of persons with ASD. The treatment focuses on social skills that are lacking or missing in persons with ASD, and it’s goal is to help improve such skills. Persons with ASD have demonstrated a stronger preference in using computers for learning and leisure. Therefore, I believe the treatment was further effective because the tool used is a computer based teaching

No contrasts between gatherings were watched for the mouth and the external facial elements AOIs (Areas of interest). These outcomes are in inconsistency with those of Chawarska and Shic [5] who detailed that adolescents with ASD invested less energy taking a gander at the mouth and external facial elements than TD kids. A striking distinction between their worldview and the one utilized as a part of the present review was the length of introduction of face boosts (10 versus 3.5 seconds separately). Predictable with this thought, de Wit et al. [16], who additionally had an introduction time of 10 seconds, watched a minor pattern towards a diminishing in the aggregate fixation time of the mouth in kids with ASD. The research question reflects “The evaluation of Gaze Patterns

Thirdly, limited data were collected regarding participant’s characteristics such as verbal ability, IQ, level of assistance in the classroom, or independent confirmation of ASD diagnosis (O’Haire et al., 2014). Further research is recommended to implement attention control of the collection of ASD traits, and suggests that appropriately designed classrooms for children with ASD receiving AAI should be implemented (O’Haire et al., 2014).

Neuroimaging and autopsy studies in patients with ASD suggest that brain abnormalities play an important role. These abnormalities include diffuse differences in total and regional gray and white matter volumes, sulcal and gyral anatomy, , cortical structure and organization, brain lateralization, brain chemical concentrations, neural networks and cognitive processing compared with individuals without ASD. (Volkmar and Pauls, 2003)